Staff reported extremely positive perceptions of CtG professional development and collaboration¶

Claim · All claims
Evidence · 1 study · qualitative r? · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Teachers and non-teaching staff from participating schools were extremely positive about involvement in CtG and valued professional development and collaboration opportunities. → West 2017

Evidence¶

West 2017¶

West, M., Ainscow, M., Wigelsworth, M., & Troncoso, P. (2017). Challenge the Gap: Evaluation report and executive summary. Education Endowment Foundation. https://eric.ed.gov/?id=ED581102

q2 · i? · qualitative · r?

Process evaluation finding from surveys, school visits, interviews, and monitoring postings on the CtG website with participating staff.

"Teachers and non -teaching staff from participating schools were extremely positive about the involvement of their schools in the CtG programme and valued both the professional development opportunities it provided and the opportunity to collaborate with partner schools."

Discussion¶

Related Claims¶

• CtG is a flexible programme with large variation in strategies adopted by schools — related
• Teachers valued Lesson Study as professional development and reported changes to their practice despite null pupil outcomes — related
• Teachers perceived the co-design process as beneficial for collaboration, ownership, professional development, and material quality — related
• Participating staff held positive perceptions of Switch-on, reporting increased pupil confidence, motivation and interest in reading — related